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Where the Wild Things Are
Objectives
To group words into short phrases when reading aloud.
To write simple sentences with a capital letter and full stop.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Pencils | Pens | The Trunk and the Skunk | Where the Wild Things Are | Your student’s copy of their High Frequency Word List
📄 Sound Flashcards 5 | 📄 Blank Flashcards | 📄 Description Sheets | 📄 Alphabet Mat | 📄 Sentence Checklist | 📄 High Frequency Word List | 📄 Weekly Spelling Activities
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary
sound | letter | blend | split | capital letter | story | meaning | character | storyteller | expression | full stop | sentence | capital letter
Today's Lesson
What to Get Ready
Print out a sheet of lined paper from the 📄 Description Sheets that suits the size of your student's handwriting.
Write the sentence starter ‘There is a’ on the mini whiteboard.
Remove the sticky notes from the book that your student wrote labels on during Step 14 Lesson 2.
Write the words from 'Blend to Read' (below) on 📄 blank flashcards.
Familiarise yourself with the story **‘**The Scrap Rocket’ from The Trunk and the Skunk.
Phonics - Quick Fire!
Quick recognition of sounds.
Phonics - New Learning
Show your student the 📄 flashcard ‘x’. Tell them that this letter makes the sound ‘cs’ as in ‘fox’. Today’s words will have this sound in.
Phonics - Blend to Read
box (3) | flex (4) | tax (3)
Phonics - Split to Spell
pox (3) | next (4) | six (3)
Phonics - Extra Support
Show your student how to blend to read/split to spell the first word in each activity.
Phonics - Extra Challenge
maximum (7) | text (4)
Challenge your student to write the words without Sound Beds to help them.
Phonics - Apply
Write this caption on the mini whiteboard: six in a box. Then ask your student to read the caption.
If your student finds caption reading easy, rather than you writing the caption, you can say the caption and they can write it on the whiteboard.
Reading & Writing - Introduction
Your student will be reading the story ‘The Scrap Rocket’ from the book The Trunk and the Skunk.
Take a Peek:
Tell your student that in this story, Ron Rabbit is collecting things for building something special.
Show your student pages 48–49. On these pages there are lots of words that are meant to be the sounds that Ron makes as he builds.
Tell your student that you would like them to use their voice in an interesting way to say these sound words. Give them an example by reading, ‘Clink! Clink!’ to them, using your voice to make a small sound like a metallic clink.
Ask your student to read the story, using their voice to make the sound words sound interesting – like a storyteller would.
Ask your student to return to the first page where we see Max’s bedroom.
Give your student one of the labelled sticky notes they wrote during Step 14 Lesson 2. Ask them to read the label and to place the sticky note on the correct item in the picture.
Repeat with the other sticky notes.
Reading & Writing - Writing
Explain to your student that today they will be turning their labels into sentences.
Ask your student to remind you what every sentence needs. Check they have remembered everything on the 📄 Sentence Checklist.
Ask your student which is their favourite item in Max’s room. Ask them to take that sticky note label out of the book.
Show them the sentence starter on the mini whiteboard. Explain that their sentences will all start with the words ‘There is a’.
Help your student turn their first idea into a sentence.
For example,:
‘There is a red bed.’
‘There is a carpet.’
Say the sentence out loud with your student. Repeat until your student knows the sentence well. Your student might like to say the sentence whilst counting the number of words on their fingers.
Ask your student to say and then write the first word of their sentence on the 📄 Description Sheet page that you have chosen. Then ask them to place their finger next to it to make a space, before they begin writing the second word.
Once the sentence is written, ask your student to place a finger under each word in turn, while they read the sentence out loud, to check it makes sense.
Repeat with other sticky note labels.
Reading & Writing - Extra Support
If your student needs more time to write, you may choose to ask them to write just one or two sentences. You could then write their final ideas into sentences for them.
If your student needs extra support with spelling a word, first ask them to say the word slowly. Ask them, ‘What is the first sound you can hear?’ then, ‘What is the last sound you can hear?’ and, ‘Can you hear any other sounds in the middle?’
You can also encourage them to use their 📄 Alphabet Mat to help them spot the sounds they can hear, but do not tell them the letters/sounds they need. It does not matter if spellings are incorrect.
Reading & Writing - Extra Challenge
If your student is ready for an extra challenge you could encourage them to join their ideas together using the joining word ‘and’.
For example, rather than writing, ‘There is a big bed.’ they could write, ‘There is a big bed and white pillows’.
Reading & Writing - What to Notice
While they are doing this activity, remember to praise your student for the skills they are using.
For example:
‘I have noticed that you are checking what you have written carefully.’
‘Well done for remembering to use your finger space between words!’
‘Great use of your Alphabet Mat to remember how that sound is written.’
Reading & Writing - Handwriting and Spelling
Ask your student to spell the three words they were practising during Step 14 Lesson 1. If your student has already remembered how to spell any of these words, choose an extra word from their 📄 High Frequency Word List. Do not start learning any more than eight during this step.
Continue to practise these spellings choosing an activity from the 📄 Weekly Spelling Activities. Remember it is a good idea to choose a different activity each day.